A Case Study of Indoor Garden-Based Learning with Hydroponics and Aquaponics: Evaluating Pro-Environmental Knowledge, Perception, and Behavior Change

Autor/inn/en	Jon Schneller, Andrew; Schofield, Casey A.; Frank, Jenna; Hollister, Eliza; Mamuszka, Lauren
Titel	A Case Study of Indoor Garden-Based Learning with Hydroponics and Aquaponics: Evaluating Pro-Environmental Knowledge, Perception, and Behavior Change
Quelle	In: Applied Environmental Education and Communication, 14 (2015) 4, S.256-265 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-015X
DOI	10.1080/1533015X.2015.1109487
Schlagwörter	Grade 5; Grade 6; Gardening; Mixed Methods Research; Teaching Methods; Environmental Education; Knowledge Level; Control Groups; Experimental Groups; Water; Interdisciplinary Approach; Animals; Quasiexperimental Design; Tests; Semi Structured Interviews; Student Attitudes; Focus Groups; Parent Attitudes; Attitude Change; Behavior Change; Learning Disabilities; Pretests Posttests; New York + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Gartenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Wissensbasis; Wasser; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Animal; Tier; Tiere; Examination; Prüfung; Examen; Schülerverhalten; Elternverhalten; Attitudinal change; Einstellungsänderung; Learning handicap; Lernbehinderung
Abstract	This article reports on a mixed methods evaluation of an indoor garden-based learning curriculum for 5th and 6th graders which incorporated aquaponics and hydroponics technologies. This study provides a better understanding of the extent to which indoor gardening technologies can be used within the formal curriculum as an effective teaching tool. Treatment group students showed statistically significant improvement in environmental knowledge scores as well as higher overall scores on environmental preservation, and in some instances, a commitment to practicing pro-environmental behaviors. Unexpected findings were found in relation to the extent to which students with learning disabilities excelled within the pedagogical design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01